NZQA Assessment Support Material
Unit standard
28057
Title
Read and understand texts for practical purposes (EL)
Level
3
Credits
5
Version
1
Student guidelines
Introduction
Refer to the unit standard document for the outcome, evidence requirements and grading criteria.
THIS UNIT STANDARD CAN BE AWARDED WITH AN
ACHIEVED, MERIT, OR EXCELLENCE GRADE
AWAR D O F G R AD E S
•
For award with Achieved, understanding of written texts for practical purposes is demonstrated
by identifying the overall idea, and obtaining information.
The meaning of language features and essential vocabulary key to understanding the text are
identified.
Range language features may include but are not limited to – lexical and grammatical
cohesive devices, tense, modals, imperatives;
minimum of three different language features for each text;
minimum of ten vocabulary items for each text.
•
For award with Merit, clear understanding of written texts for practical purposes is
demonstrated by obtaining and linking information.
Language features and essential vocabulary key to understanding the text are located and
linked to meaning.
•
For award with Excellence, thorough understanding of written texts for practical purposes is
demonstrated by explaining information.
Language features and essential vocabulary key to understanding the text are explained.
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This unit standard has one outcome:
Outcome 1: Read and understand texts for practical purposes
Range
two texts, each from different contexts, assessed on separate occasions.
Task – What do to in the event of an earthquake?
Conditions of assessment
These materials contain assessment tasks for ONE text only. In order to complete this standard,
you must successfully complete two texts.
•
•
•
•
Do this activity in class.
You may ask for help to understand the instructions.
You may use an English dictionary, but not a bi-lingual dictionary or an electronic device.
Your spelling and grammar do not need to be perfect, but your teacher must be able to
understand what you mean.
Learner checklist
For the purposes of this unit standard, you need to:
Achieved
Merit
Excellence
identify
*
*
obtain
link
explain
the overall idea
practical information
from the text
identify
locate
explain
the meaning of essential vocabulary
(at least ten words)
identify
locate
explain
language features
(at least three types)
N.B. To obtain a Merit grade, you must also meet the requirements for an Achieved grade. To obtain an
Excellence grade, you must also meet the requirements for both Merit and Achieved grades.
Reading text
What to Do in Event of an Earthquake
1
There are thousands of earthquakes in New Zealand every year, but most of them are not
2
felt because they are either small, or very deep within the earth. Each year there are about
3
150 – 200 quakes that are big enough to be felt. A large, damaging earthquake could occur
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at any time, and can be followed by aftershocks that continue for days or weeks.
5
BEFORE AN EARTHQUAKE
6
Getting ready before an earthquake strikes will help reduce damage to your home and
7
business and help you survive.
8
•
Develop a household emergency plan. You can get a copy of a household
9
emergency plan and checklist from your local council, or download a copy
10
from www.getthru.govt.nz.
11
•
12
Assemble and maintain your emergency survival items for your home and
workplace, as well as a portable getaway kit.
13
•
Practice Drop, Cover and Hold.
14
•
Identify safe places within your home, school or workplace.
15
•
Make sure your insurance cover is adequate and up-to-date and that important
16
17
documents can easily be gathered if you have to evacuate.
•
18
19
20
Seek qualified advice to make sure your house is secured to its foundations and
ensure any renovations comply with the New Zealand Building Code.
•
Secure heavy items of furniture to the floor or wall. Visit www.eqc.govt.nz to find out
how to quake-safe your home.
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21
DURING AN EARTHQUAKE
22
If you are inside a building, move no more than a few steps, drop, cover and hold.
23
Stay indoors till the shaking stops and you are sure it is safe to exit. In most
24
buildings in New Zealand you are safer if you stay where you are until the shaking
25
stops.
26
If you are in an elevator, drop, cover and hold. When the shaking stops, try and
27
get out at the nearest floor if you can safely do so.
28
If you are outdoors when the shaking starts, move no more than a few steps away
29
from buildings, trees, streetlights, and power lines, then drop, cover and hold.
30
If you are at the beach or near the coast, drop, cover and hold, then move to
31
higher ground immediately in case a tsunami follows the quake.
32
If you are driving, pull over to a clear location, stop and stay there with your
33
seatbelt fastened until the shaking stops. Once the shaking stops, proceed with
34
caution and avoid bridges or ramps that might have been damaged.
35
If you are in a mountainous area or near unstable slopes or cliffs, be alert for
36
falling debris or landslides.
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38
AFTER AN EARTHQUAKE
•
Listen to your local radio stations as emergency management officials will be
broadcasting the most appropriate advice for your community and situation.
39
40
•
Expect to feel aftershocks.
41
•
Check yourself for injuries and get first aid if necessary. Help others if you can.
42
•
Be aware that electricity supply could be cut, and fire alarms and sprinkler systems
43
can go off in buildings during an earthquake even if there is no fire. Check for, and
44
extinguish, small fires.
45
•
the stairs, not the elevators.
46
47
•
48
49
Watch out for fallen power lines or broken gas lines, and stay out of damaged
areas.
•
50
51
If you are in a damaged building, try to get outside and find a safe, open place. Use
Only use the phone for short essential calls to keep the lines clear for emergency
calls.
•
If you smell gas or hear a blowing or hissing noise, open a window, get everyone
52
out quickly and turn off the gas if you can. If you see sparks, broken wires or
53
evidence of electrical system damage, turn off the electricity at the main fuse box if
54
it is safe to do so.
55
•
56
57
Keep your animals under your direct control as they can become disorientated.
Protect your animals from hazards, and protect other people from your animals.
•
If your property is damaged, take notes and photographs for insurance purposes. If
58
you rent your property, contact your landlord and your contents insurance company
59
as soon as possible.
60
571 words.
Text source: Civil Defence – Get Ready; Get Thru website
http://www.getthru.govt.nz
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Task – What to do in the event of an earthquake?
Learner’s name:
Date
Read the text and answer the questions below.
The overall idea of the text is identified. (A)
Circle the correct answers.
1. This text is designed for:
a) people who live in dangerous areas in New Zealand
b) people who have already been in an earthquake
c) people who live in all areas of New Zealand
d) people who work for Civil Defence.
2. The overall idea of this text is to tell us:
a) about the dangers of earthquakes
b) how to prepare ourselves for an earthquake
c) about the Christchurch earthquake
d) how to prevent an earthquake.
Information is obtained from the text. (A)
3. Circle the correct answer:
a) We can predict when earthquakes will happen.
b) Earthquakes are very common in New Zealand
c) We can always feel the earth shake during earthquakes
d) All of the above.
4. The most dangerous earthquakes are:
a) shallow and strong
b) shallow and weak
c) deep and strong
d) deep and weak.
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Before the Earthquake:
5. We need to identify safe places in our home, school or workplace to -
a) shelter in while an earthquake is happening
b) hide our valuables and important documents in before an earthquake
c) leave things in when we leave the building after an earthquake
d) show building inspectors to get earthquake approval
6. We need to check our insurance cover because:
a) it may not pay for all earthquake damage
b) we may not have paid the bill recently
c) we may not have enough insurance
d) all of the above
During the Earthquake:
7. Complete the sentences using the words from the box. One word is not needed.
hill
sea
rocks
off
on
quickly
park
hilly
If we are driving when an earthquake happens, we should (i)__________ in a safe place with our
seatbelts (ii)__________. If we are by the (iii)_____________, we should (iv)______________ go
up the nearest (v)____________. If we are in a (vi)_____________ area, we should look out for
falling (vii) _____________.
After the Earthquake:
8. What kind of noise tells us that there may be a gas leak?
a) a noise like a car engine
b) a noise like a snake
c) a noise like the wind
d) either b or c
9. We should phone:
a) if it is necessary or urgent
b) to check on our friends and family often
c) to let people know about the earthquake
d) the police to ask for advice
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10. Which of the following is NOT true. Your animals:
a) may be in danger
b) may be a danger to others
c) can become confused
d) should be let free
11. Radio stations:
a) will give the same information throughout the country
b) give the same message every time there is an earthquake
c) may give different information in different areas
d) may not be broadcasting after an earthquake
Information is obtained and linked from the text. (M)
12. Complete the following table using the information from the text. You may use your own words.
Place
Action during the earthquake
Action following the earthquake
in a building
drop, cover and hold
leave after the shaking stops
a)
c)
outdoors
d)
in a car
e)
climb a hill or similar
g)
b)
look out for things that may fall on us
in an elevator
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f)
h)
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13. After an earthquake, we need to check our home or building for several possible problems,
and then act appropriately.
Choose a word or phrase from the box below to complete a) to h) in the table.
Then find three more actions mentioned in the text to complete i) to iii).
turn it off
put them out
turn the power off
fires
property
wires
write it down
gas
Check for:
a) _________________ leaks
Action/s required:
(from the box above)
e)
Further actions:
(from the text)
i) _________________________
ii) _________________________
b) damaged ______________
f)
c) minor ______________
g)
d) harm to your _____________ h)
iii)
__________________________
Information is linked and explained. (E)
14. Choose two of the actions from questions 12 or 13 above and write them in a) and b) below.
Give a reason for each of the actions from the text.
Action
Reason
e.g. climb a hill or similar
to be high up so that a tsunami can't reach us
a)
i)
b)
ii)
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The meaning of essential vocabulary key to understanding the text is identified. (A)
15. Write the correct word from the box beside its meaning in the table below. There are more
words than you need. N.B. Each word is followed by the line number it can be found on.
aftershocks 4
portable 12
location 32
debris 36
download 9
foundations 17
unstable 35
protect 55
exit 23
damage 6
hazards 56
broadcasting 39
a)
dangers
b)
small pieces of broken object
c)
obtain from the internet
d)
place
e)
keep safe
f)
easily moved from place to place
g)
leave
h)
harm to property
16. Use one of each of the following pairs of words to complete the paragraph below:
evacuate
maintenance
survival
injured
evacuation
maintain
survive
injury
It is important to know what to do in an earthquake if you want to (i)__________________. You
may not be able to get to a doctor if you are (ii)__________________, so it is useful to know first
aid. If your home is unsafe, you may need to (iii) ______________________ it and live elsewhere
for some time. Put together a kit of emergency items, such as torches, blankets, canned food and
bottled water. However, be sure to (iv)_________________ it regularly, as the batteries, food and
water need to be replaced at least annually.
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Essential vocabulary key to understanding the text is located and linked to meaning. (M)
17. In the section, Before an Earthquake (lines 6-20), find a word or phrase that means:
a) lessen
___________________
b) enough
___________________
c) collected
___________________
d) papers
___________________
e) things
___________________
Essential vocabulary key to understanding the text is explained. (E)
18. Sometimes earthquakes cause other natural disasters. Name two disasters mentioned in
During an Earthquake (lines 21-36) and explain them in your own words.
Disaster
Disaster type (explanation)
e.g. earthquake
a violent shaking of the ground
a)
i)
b)
ii)
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The meaning of language features key to understanding the text is identified. (A)
19. Connectives
a) Read the following phrases from the reading text and match the connectives with their
meanings in the table below.
...move to higher ground immediately in case a tsunami follows the quake. (lines 30-31)
Once the shaking stops, proceed with caution and avoid bridges or ramps that might have been
damaged. (lines 33-34)
When the shaking stops, try and get out at the nearest floor if you can safely do so. (lines 26-27)
...stay where you are until the shaking stops. (lines 23-24)
Connective
Meaning
i.
in case
(_________)
ii.
once
(_________)
iii.
and
(____a____)
iv.
when
(_________)
v.
if
(_________)
vi.
until
(_________)
a) also
b) after
c) as soon as
d) unless
e) to prepare for a possibility
f)
in this possible situation
g) however
h) up to the time
N.B. There are two more answers than you need.
Language features key to understanding the text are located and linked to meaning. (M)
Language features key to understanding the text are explained. (E)
b) Find two other examples of connectives in the text. Write the line number, connective and
meaning in the box below.
Line number
Connective
Meaning
21
and
also
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i)
iii)
ii)
iv)
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The meaning of language features key to understanding the text is identified. (A)
Language features key to understanding the text are explained. (E)
20. Imperatives and Conditionals
a) Look at these phrases from the section After the Earthquake (lines 37-60).
Choose the correct answer and give a reason.
i.
...stay out of damaged areas (lines 47-48)
We need to do this
a) sometimes
b) always
ii.
because______________________________________________________________
iii.
If you are in a damaged building, try to get outside... (line 45)
We need to do this
iv.
a) sometimes
b) always
because______________________________________________________________
Language features key to understanding the text are located and linked to meaning. (M)
b) Find two other examples from After the Earthquake (lines 37-60) like those in Question .20
a (i) and (iii) above.
always
v)
line/s:
sometimes
vi)
line/s:
Language features key to understanding the text are explained. (E)
21. Repetition
One set of three actions is needed in most situations when there is an earthquake.
a) What are the three actions?
____________________, ______________________ and _____________________
b) Why are they repeated using the same words in each time? Complete the sentence.
To help us...
______________________________________________________________________________
______________________________________________________________________________
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